Classroom Management Analysis to Improve Student Learning Outcome Elementary School

Abstract

This study aims to analyze the implementation of classroom management in a second-grade class at SD N Bororejo and its impact on student learning outcomes, including the supporting factors and obstacles faced by the teacher. Employing a descriptive-qualitative approach utilizing classroom observations, in-depth interviews (guided by a principal interview protocol), and closed-ended teacher questionnaires data were analyzed using the Miles and Huberman interactive model, with source and technique triangulation employed to strengthen the findings' credibility. The results indicate that the teacher implements classroom management systematically through proportional reward systems, heterogeneous student grouping, and individual guidance for students struggling with reading and writing; key supporting factors include family involvement, the community context, and teacher competence, while limited facilities, gadget usage, and low literacy levels constitute the primary obstacles. Overall, the teacher perceives classroom management as having a significant impact on student learning outcomes. As a descriptive-qualitative case study focused on a single class at one elementary school, these findings are contextual and cannot be statistically generalized; consequently, future research is encouraged to employ comparative, mixed-methods, or longitudinal designs across various classes and schools. This study contributes theoretically by illustrating the simultaneous interplay of physical, behavioral, instructional, and socio-relational components of classroom management. It also offers a practical model for teachers and schools to integrate reward systems, heterogeneous grouping, and targeted remediation to address diverse student needs within resource constraints, while emphasizing the importance of family-school collaboration in tackling challenges related to gadget usage and digital literacy.